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Community Service Office Annual Report June 2013-May 2014

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Community Service Office Annual Report June 2013-May 2014 Community Service Office Annual Report June 2013-May 2014 Table of Contents Mission and Office Changes….…………………………………………….…………………………........3 Tracking Volunteer Hours…………………...………………………………………….…..…..…………4 Transcript Notation………………………………………………………………………………………...4 Service-Learning Courses……………..…………………………………………………………………5-7 Community Partners………………………..…………………………………..………........................8-10 Community Federal Work Study………………………..…………………………………..……….......11 Campus Service Programs ……………………………………….…………………………………...12-13 Service Program Activities 2013-2014 Monthly Service Days…………………..……….……..………………………………………….………..14 Bonner Leader Program………...………………………………….……………………………………….15 Above and Beyond.………….……………………………………………….……………………….……16 Statistical Data and Graphs Hourly Totals for 2013-2014………………………………………….…………………………………....17 Top Ten Agencies Served 2013-2014…………………….………………………………………………..17 Service Hours Ranked by Category………………………………….……………………………………..17 Service Hours by Academic Class………………...………………………………….……………….…....18 Service Hours by Geographical Area……………………………………………………………..………...18 Post Graduate Service………………………………....…………………………………………..…...…...19 Agencies Served 2013-2014……………………….………………….……………………….……..…20-25 Language in Motion Partnerships 2013-2014……………………….………………….………………26-27 Other Activities………………….…..…………………………....………………………………………...28 Service to the Juniata College Community………………………………………………………………...29 2 Mission and Office Changes 2013-2014 MISSION STATEMENT Juniata's mission is to provide an engaging personalized educational experience empowering our students to develop the skills, knowledge and values that lead to a fulfilling life of service and ethical leadership in the global community. The Community Service Office is dedicated to promoting civic engagement and social responsibility through service-learning. We strive to create positive change that addresses needs in the local com- munity and beyond. Countless opportunities for involvement enable students to engage in service experiences complementing their interests and objectives. NEW THIS YEAR TerraCycle®: In September 2013, we started TerraCycle® collections in all of the residence halls. All the waste that we collect will either be upcycled or recycled into new products. We simply fill up a box with the waste we are collecting and when it's full, we download a shipping label from the website and send our waste. TerraCycle® has a team of scientists and designers that have figured out how to recycle and upcycle all the waste we collect into cool new products. When you're done with a TerraCycle product you may put it back in the same collection program! Best of all, we earn points for each item sent in and then select a charity for donations to be sent to. Environmental Coalition was successful in getting permanent bins with the Pepsi Sustainability Fund at the end of 2013-14. These 40 bins are now in the residence halls for the 2014-2015 collections. Carnegie Classification: The Carnegie Classification™ has been the leading framework for recog- nizing and describing institutional diversity in U.S. higher education for the past four decades. In addition to the all-inclusive classifications, the Carnegie Foundation also completed another round of its Elective Classification on Community Engagement. Unlike the all-inclusive classifications based on secondary analysis of existing national data, elective classifications rely on voluntary participa- tion by institutions, permitting analysis of attributes that are not available in the national data. Be- cause the classification requires gathering and providing evidence of community engagement by a campus through an application, the process begins two years prior to the classification date. The Director of Community Service and Service-Learning lead a task force in 2013-2014 and they sub- mitted an application in April 2014. Service-Learning and Experiential Learning Courses: This year we worked with the Registrar’s Office and IT in order to get S-L and EL designations on course schedules. Students can now search to find a listing of these courses. 3 Statistical Data and Graphs 2013-2014 TRACKING VOLUNTEER HOURS Juniata is required to submit annual reports to organizations such as Pennsylvania Campus Compact (PACC) and the Corporation for National and Community Service (CNCS) with information on student volunteers. The office also uses this information to stay up to date on programs and events that Juniata students and organizations are involved with. The Community Service Office has been encouraging all students to log hours that they volunteer in the community. This was done in the Fall semester through creating accounts for all incoming Freshmen on MyVolunteerPage.com. The Office also sponsored a drawing each month of those students who had logged hours for that month. Students Logging Volunteer Hours 500 400 300 200 # # of Students 100 0 09-10 10-11 11-12 12-13 13-14 Academic Year Service Hours Logged 25000 20000 15000 10000 # # of Hours 5000 0 09-10 10-11 11-12 12-13 13-14 Academic Year TRANSCRIPT NOTATION The Community Service Office also offers Transcript Notation! For any student who completes 120 hours of non- paid, non-credit volunteer work over his/her college career; s/he is qualified to have "Exemplary Community Service" noted on the transcript upon graduation from Juniata College. This year, we had a record number of nine students receive transcript notation. Domenic Cuzzolina ‘14, Clarissa Diniz ‘14, Robert Draham ‘14, Wyatt Hall ‘14, Sarah Hayes ‘14, Rachel Krantz ‘14, Michelle Merola ‘14, Sungouk Park ‘13, and Victoria Rehr ’14 received transcript notation in 2013-2014. 4 Service-Learning Courses 2013-2014 SERVICE-LEARNING Service-Learning is a method under which students learn and develop through thoughtfully organized service that: is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience. —American Association of Higher Education For Juniata’s purposes: a service-learning course will be defined as “experiential learning for academic credit that connects community service to student learning through reflection and discussion.” CM 220 Group Communication, Sarah Worley This course takes a balanced approach to understanding and using communication theories and exposing students to entrepreneurship, as well as offering practical experience by working closely with a community-based organization. Each semester the class partners with two local non-profit organizations and works closely with them using their communication and entrepreneurial skills to develop and carry out a service project that meets one of the community partner’s needs as identified through a needs assessment. This year, 18 students took the class and the organizations that benefit- ed were Huntingdon Habitat for Humanity and Standing Stone Coffee Company’s Community Development Initiative. CM 400A Health Communications, Grace Fala While learning from a variety of health care professionals and studying health communication case studies, students learn values inherent in therapeutic interpersonal communication skills, especially between health care practitioners and clients. We then practice these therapeutic skills by listening to the stories shared by residents living in the Homeless Shelter in Lewistown. In addition, we ap- plied rhetorical and marketing skills in health education by working with the Nurse affiliated with the Mifflin County School District. We designed three posters for the school district, relevant to health promotion. Students write their reflections in professional journals and we also discuss them at length in class. EB 201 Business Management Processes, Ann Echols This course studies some of the primary functions of managers in organizing and controlling. In the Fall, the service-learning project included 74 students (over two classes) performing as managers working on various projects (designing and selling t-shirts, bracelets, raising donations, and seeking sponsorships) for Big Brothers Big Sisters. Students netted $1,961.63 which they gave directly and in full to BBBS of Blair County Huntingdon Program. ED 313 Reading Difficulties Lab, Kathleen Biddle This formal observation and field experience requires pre-service teachers to participate in an after- school reading clinic for children in grades Kindergarten through five who are identified as at-risk or struggling readers. Students in this class facilitated a reading clinic at Standing Stone Elementary School in the library on Monday and Wednesday afternoons from 3:30 to 5:00pm. EES 401 Senior Capstone, Uma Ramakrishnan Nineteen students worked in groups on separate projects—5 students worked in collaboration with the PA Game Commission on Geospatial Analysis of Eastern Wild Turkey Hen Populations in Pennsylvania; 6 students collaborated with the Army Corps of Engineers on an Ecological Integrity Assessment of the Baker-Henry Nature Preserve (Peace Chapel); 5 students collaborated with the Huntingdon Conservation District on Assessment and Overview of the Little Juniata River; and 4 5 Service-Learning Courses 2013-2014 students collaborated with the U.S. Department of Agriculture biologists to collect biological data on coyotes at the annual coyote check station. ESL 200 America: A
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